Unit 4: Activity Sheet 4.8: Plumbing Calculations

L2 Plumbing Unit 4 Apply scientific principles within mechanical services engineering
Unit 4: Activity Sheet 4.8

Plumbing calculations (1)
Tutor guidance notes
Aims and objectives At the end of activities 4.8A and 4.8B, learners should be able to: show an understanding of basic mathematical principles including fractions, decimals and percentages demonstrate an understanding of how to calculate area and volume state the appropriate SI units of measurement used for plumbing calculations.
The layout, structure and content of this activity is different from previous activity sheets in this unit. The activity is divided into two parts: an information sheet to support learners as they revise some mathematical principles and basic formulas (activity 4.8A) followed by an exercise to reinforce learning (activity 4.8B). Activity 4.8B is not intended as formal assessment. However, the answers should be discussed with learners as a group to ensure they fully understand the topic. The activity can be used in different ways, for example: during the session, either individually or in pairs, as a to-the-point learning tool at the end of a session to recap learning as homework.
Activity 4.8B could be used at the beginning of a subsequent session to link with prior learning. Whichever teaching method is chosen, it is advisable to set and agree a completion date for each activity. This session should take place after (or be linked closely to) induction session 1.2, which includes initial assessment for Basic Skills and Key Skills. The session is tutor led; the specific content of activity 4.8 will depend on the results of the initial screening of learners, and the centres policy of supporting individual needs when learners encounter number and communication topics. Suggested duration of activity 4.8 is 39 hours. Notes: At functional skills Level 2 the context will be unfamiliar to the learner and they will need to identify the problem and how to resolve it. Functional skills is looking to the learner to: 1 2 3 represent make sense of the situation analyse process the information and apply mathematical theories interpret interpret the results and explain what they mean.
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Unit 4: Activity Sheet 4.8

Activity 4.8A Plumbing calculations (1)
Introduction
As you work through this activity, you will need to refer back to some aspects already covered during Key Principles. This will include the work you have done on units of measurement (SI units) and some of the basic formulas that you have already encountered. Lets begin by looking at some basic mathematical principles.
Measurement
Below are the main types of measurement that you will use during your plumbing career. Length needed to measure the amounts of materials required on site, e.g. copper pipe. Area (a two-dimensional quantity) required to measure the surface area that a material needs to cover, e.g. the quantity of lead sheeting to cover a section of roof. Volume (a three-dimensional quantity) units of volume are used to measure the amount of water to be contained in the cylinder that is heated to supply hot water in our homes. Mass the amount of water in a hot water cylinder, for example, is its mass. (Can you remember the difference between mass and weight? If not, look back at Unit 4 of the learner handbook. As a plumber, you will need to work out the mass of many objects, cylinders, appliances and sanitary units, etc. In the case of cylinders, you will need to be able to accurately estimate their mass when filled with water. Temperature the SI unit for temperature is the Kelvin, but you will normally use the Celsius scale. You may also come across the Fahrenheit scale. Some common examples of these two temperature scales are shown below: The boiling point of water at sea level is 100 C or 212 F. The freezing point of water at sea level is 0 C or 32 F. The normal temperature for the human body is 37 C or 98 F.
The basics: whole numbers

Lets look at some rules that apply to all calculations. Rule 1 Q: Which of the following numbers is negative? 1, 3, 5, 8, 9, 11 A: None of them. They are all positive numbers. When a number is positive, we do not place a positive sign (+) in front of it. We assume that it is positive. If a number is negative, we place a negative sign () in front it.
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Rule 2 Most calculations involve positive numbers and use like signs; for example, find the answer to 4 + 4 + 4. Sometimes calculations use unlike signs; for example, 4 + (1). The following is a general guide for adding or subtracting with signs. When adding or subtracting with signs that are different, the resulting sign is negative (depending on the numbers). For example, 4 + (5). Here you add a (+) and a (), so the new sum becomes: 4 5 = 1. If the calculation had been 4 + (2), the answer would have been positive: 4 2 = 2. When adding or subtracting with signs that are the same, the resulting sign is positive. For example, 4 (5). Here you subtract a () from a (), so the new sum becomes: 4 + 5 = 9. When multiplying or dividing with signs that are different, the resulting sign is negative. For example, 5 (3). Here you multiply a (+) number by a () number: 5 (3) = 15. When multiplying or dividing with signs that are the same, the resulting sign is positive. For example, 4 3. Here you divide one () number by another () number: 4 3 = (+1.33).
Rule 3 In maths you must do calculations in a certain order, otherwise you will get the wrong answer. The order is: find out the result of things in brackets percentages/ratios division and multiplication (from left to right) addition and subtraction (from left to right).
Rule 4 When you are doing calculations that include brackets, the following guide applies: When a number is in front of a set of brackets, multiply the contents of the brackets by that number. For example, 4 (3 + 2) actually means 4 (3 + 2), which gives: 4 5 = 20. It could also be written as (4 3) + (4 2), which gives the same answer: 12 + 8 = 20. When two sets of brackets are next to each other, multiply them together. For example, (5 + 5) (4 + 4) means (5 + 5) (4 + 4), which gives: 10 8 = 80. For a calculation that has brackets inside brackets, work out the inside brackets first. For example, 3 [2 + (5 2)] means 3 [2 + (10)], which gives: 3 (12) = 36.
Decimal numbers and powers of ten

The previous section was concerned solely with whole numbers this section looks at what happens when numbers are broken down. Lets start with tens. Each of the following numbers is ten times bigger than the number before it.
one ten one hundred one thousand 1 10 100 1000 (1 10) (10 10) (100 10)
These multiples of ten can be formed as columns when doing a calculation. For example:
1000 2 + 2 100 6 1 7 10 4 2 6 1 5 3 8 2645 + 123 2768
The example above used whole numbers, but in some calculations you will need to use parts of numbers. A decimal point is used to separate the whole numbers from the parts of numbers. For example:
100 1 0.1 12.32 1 10 1 1 0 2 Decimal point . . .
1 10 1 1 00 1 1000
0 1 3
0 0 2
0 0
These columns can also help you to multiply and divide. For example, to multiply a number by 10 (which has one zero in it), simply move the decimal point one place to the right. To multiply by 100 (which has two zeros in it), move the decimal point two places to the right. For example, multiply 243.684 by 100: 243.684 100
Answer = 24,368.4 When numbers are increased in this way, they are said to have increased by 10 to the power 2, which is written as 102. So the calculation above could become: 243.684 102 To divide by 10, move the decimal point one place to the left. To divide by 100, move the decimal point two places to the left. For example, divide 243.684 by 100: 243.684 100
Answer = 2.43684 This calculation could also be written as: 243.684 102 Numbers of the same size can be expressed in different ways using decimal notation. For example, the length of the car park is 1,760 metres. This can be expressed either in metres (m) or in kilometres (km): In metres: 1760 m = 1.760 103 m. The decimal point moves three places to the right: (10 10 10). In kilometres: 1760 m = 1.760 km. The decimal point moves three places to the left. The length of the car park has been expressed in three ways: 1760 m, 1.76 km and 1.76 103 m.
Fractions
Decimals are one way of dealing with numbers when they are broken down from the whole; fractions may also be used. Fractions express the number of parts of a whole number that are left when a number is broken down (or divided) by another number. For example: 1 14= 4 In other words, if you have one brick and break it into four equal parts, then take three of them away, you are left with one part out of the original four, or one out of a 1 possible four. Expressed as a fraction this would be: (1 out of 4 available). 4 Addition and subtraction with fractions Imagine you have been asked to add the following fractions: 3 1 + 4 2 First, find the lowest possible number that both of the numbers on the bottom of the fraction (the denominator) will go into. You need to do this because it is not possible to add two different types of fractions together it would be like trying to add together three apples and one brick. The lowest number that 2 and 4 (the denominators) both go into is 4, so before you can add them together, both fractions will need to have a denominator of 4. This is known as the common denominator.
The first fraction in the example has a denominator of 4, so there is no need to change it. The second fraction becomes: 1 2 = 2 4 Now both fractions have a common denominator of 4, you can now add the top numbers (the numerators) together: 3 2 5 + = 4 4 4 or 3+2 5 = 4 4 However, fractions cannot have more units on the top than they have on the bottom ( 5 ). When this happens, work out how many times the bottom number of the fraction 4 will go into the top number. In this case, 4 goes into 5 once, with 1 left over. The 1 answer is now expressed as 1 (one and one-quarter). 4 Subtracting fractions follows a similar process it is all about finding the common denominator.
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Multiplying with fractions This involves multiplying the top numbers of the fraction (the numerator) together, and then multiplying the denominators. For example: 1 1 1 (1 1 = 1) = or 2 4 8 (2 4 = 8) Dividing with fractions Dividing with fractions is similar to multiplying, except you turn the second fraction upside down and then multiply. For example: 1 1 1 4 becomes 2 4 2 1 You can then work out the answer using multiplication: 1 4 4 = =2 2 1 2 Remember that numbers in fractions should be cancelled as low as possible. For example: 10 1 becomes 100 10 To do this, divide both the top number (numerator) into the bottom number (denominator) by the same number. In other words, 10 goes into 10 once and into 100 ten times.
Percentages
The words per cent give a clue to how we use this system. Cent is a Latin term which means 100, as shown in these examples: a century is 100 years a centimetre (100 of them in a metre) a centipede (an insect with 100 legs).
So per cent refers to parts out of 100. This example shows how a simple fraction will appear as a percentage: 1 (1 out of 100 available) = 1% 100 Here are two examples of writing the same thing in different ways. Example 1: 12= 50% = 1 100 parts = = 50 parts out of 100 = 50 % 2 2
50 1 = 0.5 = 1 out of the 2 parts available = 100 2
Example 2: 1 100 parts = = 25 parts out of 100 = 25% 4 4 25 1 25% = = 0.25 = 1 out of the 4 parts available = 100 4 12= Percentage calculations Imagine you need to find 35% of 18,000. If 1% is one hundredth (1 100), then 35% must be 35 hundredths (35 100). Therefore, you multiply the given number (18,000) by 35%: 35 18,000 100 0.35 18,000 = 6300 You can also use what you have learned so far about fractions to approximate and check that the answer is roughly correct: 1 of 18 is 6 3 1 Therefore of 18,000 is 6000 3 You could use a calculator to work out 35% of 18,000, but lets try a manual method: 10 of anything is 1 of that number 10 18,000 = 1800 Therefore 10
To calculate 30%, multiply the answer (1800) by 3. If 18 3 = 54, then 1800 3 = 5400. As half of 10% is 5%, half of 1800 must be 900. Therefore, 5400 (30%) + 900 (5%) = 6300 (35%).
Area and volume

Now lets consider some practical calculations for things you will have to do on site. Area Plumbers are occasionally required to find the area of surfaces. Area is measured in units squared. The standard SI units you will use most regularly will be mm2, cm2 and m2. When calculating area, it is essential that the numbers entered into the formula are correct. This may require accurate measuring or interpretation of written measurements and scale. The formula length width is used for measuring areas of relatively simple square or rectangular shapes, but there may be times when you will be required to measure the area of more complicated surfaces. For each shape you come across, there is usually a formula to enable you to calculate the correct area, as shown in the table below. (In the table = pi (or 3.142) , r = radius and l = length).
Area Formula Example

Rectangle or square Triangle Parallelogram Trapezium Circle Surface area of a cylinder length width length depth 2 length depth (average length) depth r2 2 r + 2lr
2
1.2 0.7 = 0.84 m2 1.2 0.7 2 = 0.42 m2 1.2 0.7 = 0.84 m2 (3 + 1) 2 0.7 = 1.4 m2 3.142 0.6 0.6 = 1.13 m2 2 3.142 5 5 + 2 15 3.142 5 = 628 cm2
Volume and capacity

Volume is the amount of three-dimensional (3D) space occupied by an object. Units of volume units are shown as cubed, so the volume of a cylinder, for example, would be measured in either cm3 or m3. The basic rule for finding the volume of an object is to find the area of its base and then multiply that by the height. Volume is frequently expressed in capacity. Capacity is the amount of matter that a vessel or object can hold. Capacity is measured in litres (l), and can be calculated by multiplying the volume by 1000. For example, if the volume of a cylinder is 2.599 m2, then the capacity will be: 2.599 1000 = 2599 litres Cuboids Cuboids are regular square or rectangular boxes. The volume of cuboids can be calculated using the formula: length height breadth (width) Prisms A prism is a solid shape with a uniform cross-section and parallel ends. A cuboid is a special prism with a rectangular cross-section. Other shapes might form the crosssection, such as triangles and parallelograms. The area of the triangular end of the prism is 1 b h, where b is the length of the base and h is the perpendicular 1 height. The volume will then be b h, where l is the length of the base and h is 2 1 the perpendicular height. The volume will then be b h l, where l is the length 2 of the prism.
Cylinders For a cylinder, the volume is r2l where l is the length. For any prism, the volume is the area of the cross-section the length.
This formula is useful for plumbers who need to calculate the volume of a storage cylinder.
Activity 4.8B Plumbing calculations (1)

Answer the questions below. Remember to show your workings.
Fractions, decimals and percentages

1 Which of these numbers is the largest? Circle the correct answer. a 23,040 b 2,340 c 2.304 106 d 230,400 2 When using fractions in a calculation, which of these is important? Circle the correct answer. a Common denominator b Nominal denominator c Separator d Nominal numerator
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Complete the table below with the missing equivalent fractions, decimals and percentages. Fraction 3 4 3 5 Workings: 6 3 2 = 10 5 21 25 Decimal 0.75 0.6 Percentage 75% 60%
0.84 Workings: 84 21 4 = 100 25 0.35
84%
7 20 Workings: 35 7 5 = 100 20 1 4 Workings: 25 5 1 5 = 5 = 100 20 4 4
35%
0.25
25%
If there is a voltage drop of 4.5% on a supply of 230 V, what voltage is left? Circle the correct answer. a 225.5 V b 220 V c 215 V d 219.65 V total voltage 4.5% drop = voltage left;100% 4.5% = 95.5% total voltage/100 95.5 = 230/100 95.5% 219.65 V
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How much VAT (20%) would be paid on a bathroom suite costing 750? a 150 b 131.25 c 75 d 125.25 750 = 100%; 750/100 = 1% = 7.50; 7.50 20% = 150
Area, volume and capacity

6 How would you work out the area of the shape below? Circle the correct answer.
a radius2 b width height c radius circumference d diameter2
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What is the area of the shape in question 6? Hint: Radius is half the diameter. Circle the correct answer. a 100 cm2 b 85 cm2
c 78.55 cm2 d 314.2 cm2 Area = radius = 3.14 5 5 = 78.5 cm 8 A storage cylinder holds 8,425 litres. What is its volume? Circle the correct answer. a 8.425 m3 b 84.25 m3 c 4.25 m3 d 842.5 cm3 capacity 1000 = volume 8425 litres 1000 = 8.425 m3
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Calculate the surface area of a cylinder that is 165 cm long and has a radius of 32 cm. Remember that the formula for calculating the surface area of a cylinder (excluding the top and bottom ends) is 2 length radius. The ends are circles and their surface area can be calculated using 2 radius2. = 3.14 (to 2 decimal places) Area of outer surface of cylinder (excluding ends) =2lr = 2 165 32 3.14 = 10,560 3.14 = 33,158.40 (to 2 decimal places) Area of each end of the cylinder There are 2 ends so combined area = r = 2 r = 2 322 3.14 = 2 1024 3.14 6430.72 Total surface area of cylinder = 33,158.4 + 6430.72 = 39589.1 cm (1 decimal place)
10 Calculate the volume of the cylinder in question 9. Remember, volume = area of face length (of cylinder). Volume = (r) length = (3.14 25 25) 145 = 6,162.25 145 Answer = 893,526.25 cm
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Unit 4: Activity Sheet 4.8: Plumbing Calculations

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L2 Plumbing Unit 4 Apply scientific principles within mechanical services engineering